FIGURE DRAWING

Michael Hampton
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ISBN-10: 0-615-27281-9
ISBN-13: 978-0-615-27281-8

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FIGURE DRAWING
Design and Invention

MICHAEL HAMPTON
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Copyright ©2009 by M. Hampton Af

No part of this book can be reproduced in x“ -* a
any form without prior written consent. A “>
www.figuredrawing.info ob
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Published by M. Hampton
Layout and Design by Hollis Cooper VY
ISBN-10: 0-615-27281-9
ISBN-13: 978-0-615-27281-8
Printed in China
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This book is dedicated to my parents for their unending
support and encouragement. To Hollis, without whom
none of this would have been possible.

Special thanks to Nick Bygon and Joe Weatherly for all

the generous help and feedback.
INTRODUCTION
The approach to drawing presented in this book is one | have used for a number of years in the
teaching of life drawing and anatomy classes. It is aimed at students in a myriad of disciplines
(animation, game art, concept
design, comics, GED, etc.),
and so does its best to remain =
consistent in the emphasis of
many artistic fundamentals. In
addition, the drawing process
presented here can be treated
as applicable to different artistic
ventures. For example, the
thought process outlined can
be an aid in understanding
sculpture, modeling, painting,
etc. Thinking outside the
immediate subject of drawing
and training in the thinking
process described will help you
prepare for a number of different
artistic avenues that require the
same basic skill set.

The approach covered here is

primarily concerned with the use
of line, development of form,
and the simplified design of
anatomy — the basics of being
able to convincingly invent a
figure that exists in space. While
contour, shading, and expression
are important elements in
this process, they are not at
the forefront of this particular
method.
 Through teaching this subject over a period of time, | have tried to assemble different
technical elements to produce a consistent, beneficial result in student learning. However
(before you leave screaming), | consider the approach outlined here as an open,
changeable thinking/working process, meant at some point for the reader to personalize.
It is my hope that there will be aspects to the process you disagree with, or deem to
not be as important. After internalizing the information, | suggest altering the approach
to more clearly reflect your ideas: such as reorganizing chapters, leaving some chapters
out - or even adding something of your own! So, learn the drawing method outlined
here for what it has to offer, and what | consider to be the essential elements of drawing
the figure. But keep in mind that it isn’t a belief system, or claim to any absolutes -- it is
meant to help someone get started. After learning what you can from it, make it yours.

As we begin, keep in
mind that each chapter
builds upon the next.
This approach should
also apply to your
drawings as you make
them. Have discipline
in your working process,
understand how one step
leads into the next, you
should improve more
quickly.

Remember, a major emphasis in

this book is not on drawing the
figure, but using the figure as an
excuse to train oneself in the use
of various formal principles in a
myriad of artistic applications.

My goal is that this book can be

a beneficial resource not only
for drawing the figure, but also
an introduction to the figure
that facilitates knowledge and
technical skills that are applicable
to many other pursuits.
4 Let us begin by pointing out a few things
{ <a gesture will not mean at this stage in the
description of a figure. It does not necessarily
involve expressing your innermost emotional
state. It also does not involve a haphazard and
excited flailing of the drawing medium on and
around the page. In the first section of the book, the
gesture is presented in a more intuitive way, in order to
emphasize exaggeration. Later, the gesture is discussed as
a representation of the spine. In both cases, throughout
the book, a “gesture drawing” is considered the framework
for everything you plan to accomplish. Additionally, think of
“gesture” in a very open-ended way. “Gesture” could be the
same thing that an armature is to a sculpture, or that a rig may
be to a developed 3-D animation or model, etc.

At this early stage, the focus will be on communicating an

idea to a viewer or audience. In order to communicate an
idea effectively, you want to start by distilling everything
seen into only the essential qualities of the figure/
character in front of you (or in your imagination).
Through this drawing process, the goal is to take your
attention outside of drawing the figure and onto the
basic mechanics that allow that figure to manifest. By
following this rationale, you will increase your whole
artistic skill set, while learning to organize that skill set in
a way that can produce a figure.

This chapter is the most important to the continued

development of the book, and should be something studied
continuously. It also begins the drawing process. It is
important to understand that this drawing process is one
for designing the figure from imagination (or life) with an
emphasis on thinking structurally. My hope is that it remains
generic enough to allow the addition of other influences,
styles, etc.

At this stage, your goal is limiting the artistic means

needed to build a concentrated sense of intention.
Try only making lines that have a meaning, or that
you could explain as intentional to the development
of your drawing.
 When developing a gesture drawing, it is important to be aware
that you are describing the eight parts of the body.

These eight parts include:

- Head - Pelvis
- Spine - Rib Cage
- Arms (2) - Legs (2)

The essential elements you will describe using these eight

parts include a sense of story and composition. Giving the
pose a “sense of story” means communicating a unique sense
of positioning or attitude. Every person has a specific way
of holding himself or herself when moving. By exaggerating
the “story,” you give your viewer a compelling image to
experience, When creating a gesture drawing, this involves
developing your figure’s proportions and giving your figure a
sense of balance and weight.

- STORY [ comPosition!
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| 8 Paers | The lines most crucial to showing a figure are the “C” curve,
the straight (line), and “S” curve. These lines will continuously
reappear throughout the book. In this drawing process, you will
never use any other type of line.

When checking the proportion of the figure, try to avoid doing any slow, methodical
measuring. Instead, base the proportions off of what looks correct after establishing the
figure from head to foot. If it looks incorrect, change it — the drawing is still at an early
stage when correction is easy. The downside to slowly measuring out the figure is that it
stiffens the poses. Focus on the activity — the proportion can be corrected later.
The most important thing to keep in mind while drawing the figure is that the human from is
essentially a balancing act.

This illustration is a diagram of the figure

from the side and from the front.
i
In the side view, the head is suspended sed ae ee pea
out over the rib cage by the forward
angle of the neck. The neck and head
are in turn balanced by the rib cage as it
pushes at the opposite angle. sii

The pelvis moves opposite to the tilt of

the rib cage, and the legs stabilize the
body in the shape of a large “S”.

The side view shows us that the skeleton

is designed in a way that naturally
balances the figure.

SIDE VIEW FRONT VIEW

The diagram above right shows how the figure is

balanced between hard and soft forms. The head,
rib cage, and pelvis are all large areas of bone
balanced between softer areas of muscle and flesh.

In a later chapter, we will study the active and

passive groups of anatomy that create this form and
balance.
In order to keep this natural quality of the human form a constant in our drawings, we need a
use of line that continually emphasizes visual ideas of balance and movement.

fcummetent Beginning with only a C or “S” curve,

the main focus is on positioning one of
the curve’s apexes higher than the one
that follows.

( ) The asymmetrical use of line (shown

on the left) is the main line use to be
emphasized when developing a gesture
drawing. By keeping the high points of
; the curves slightly offset, the eye is forced
x to move through them. This gives you
the ability to have a great deal of control
, S over where the viewer’s eye goes and
how quickly. This is one way of dealing
with composition at a very early stage of
the drawing.

Avoid line use (shown on the right),

which, instead of playing the curves off
one another, uses mirroring or parallels.
This approach closes off the form visually
and does not allow for a flow between
forms. Furthermore, the diagram on
the right does not emphasize a natural
sense of balance and movement, which
are paramount qualities in describing the
In order to keep the two figure.
examples separate, try
remembering that the
asymmetrical lines give
the viewer’s eye a pinball-
like experience — always
bouncing the attention to a
line into another direction. The
symmetrical curves stiffen that
experience into a snowman-
shaped appearance — generally,
we don’t associate snowmen
with a great deal of excited
movement.
In addition to using asymmetry, the second
quality of curve used is that of repetition. Any
time a similar curve or shape is repeated twice
or more, it provokes a visual movement.

In the diagram to the right, study how the

three “C” curves placed next to one another
start to push the eye from left to right.
LEPET Tio

Using asymmetrical curves in addition to

repeating curves gives your gesture drawings a
solid sense of composition, fluidity, and timing.

In the diagram, notice how repeating curves

cause the eye to slow down as it moves
through the dominant asymmetrical curves.

Depending on the different combinations of

line used, different visual experiences and
speeds can be developed.

Fast and slow visual movements are a very

important quality in the design of the figure at
the gesture stage. Try slowing down the eye
(emphasizing repeating lines to produce more
side-to-side motion) in more complex areas
(areas of intersection: midsection, shoulders,
hips, knee, elbow) and speeding it up along
the length of forms (such as asymmetrical lines
creating a faster push downwards).

By playing one thing against another, you will

keep your designs as appealing and life-like as
possible. Also, you present the viewer with an
experience closer to how we actually see —
we scan at different speeds, lingering longer in
some areas and quickly glossing over others.
Cimin
cer Rarely do we view everything before us at a
consistent, steadied pace.
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Analyze the drawings on these pages for the ideas discussed so far. At this point, the
eight parts of the body are indicated in an exaggerated activity. They are summarized
into relationships using the straight, “C” curve, and “S” curve. The curves are used
asymmetrically to play with a dynamic sense of timing and balance.

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The last type of curve used in a gesture is wrapping lines. In a quick sketch, wrapping lines are
curves that move across and around a form to indicate perspective.

When using lines that wrap

around a form, the most
important decision to make is
whether that form is receding
from or coming towards the
viewer. A wrapping line is
drawn on top and across
the other gesture to describe
the way the form is moving
through space.

this drawing,
notice how the lower
legs have been given two
different types of wrapping
lines to indicate the separate spatial
placement of each leg.
After using wrapping lines, the last step in creating a gesture drawing is to include the shapes of the
head, rib cage, and pelvis.

When doing this, keep in mind that including these shapes will be a powerful tool in showing
proportion, weight, and balance. At this point, keep the shape of the head very simple as a
sphere. The rib cage should be shown as a conservative egg-shape that is standing up, while the
pelvis is an oval laying on its side.

Refer to the diagram at the beginning of this chapter for an illustration of the shapes.

Try to think of wrapping

lines as rubber bands or
string tied all the way
around a form. The point
of this exercise is to never
draw a straight line across
your drawing. From now
on, only use lines that travel
around an imagined surface.
This will develop a short
hand of form/perspective for
you and for the viewer.

11
Similar to the diagram to the right, all of the
wrapping lines are volumetric contours, or lines
that travel across the surface of a form from side
to side. As a form changes direction spatially,
the lines will reflect that change.

However, keep in mind that you will never be

using a straight line. Using a straight line will,
at this point, start to become a reference to a
shape and begin to fatten out your drawings.
13
Developing the gesture involves considering the whole movement and relationship of the
eight parts of the figure. The most important of these parts is the spine.

The spine is responsible for the

organization and balancing of the
three major masses (head, rib cage,
and pelvis), as well as the arms and
legs. This section describes how the
spine influences the figure, and how
that influence is shown in a gesture
drawing. This section also explains
the initial design of the three major
masses based on the influence of
the spine.

After becoming more intuitive

with the use of line and curve,
consider those same elements in
a more concrete relationship to
the movements of the spine.

Remember, the goal is to

organize your mark-making in
a way that communicates the
natural designs of the figure.
The diagram below shows four different illustrations of the spine, from a
back three-quarter view. The spine is primarily an “S” curve in design --
the complexity is that the “S” needs to be thought of dimensionally.

BACK THREE-QUARTER VIEW

\ CERVICAL

ORACIC
5

LUMBAR \

The first two drawings on the left show The two drawings on the right
the design of the spine using only line. illustrate the spatial position of
the spine.
The first drawing is done using only
straight lines, illustrating the direction The first of these two (second
changes in the three areas of the spine: drawing from the right) is similar
the cervical (neck), thoracic (upper and to the first drawing on the left
lower rib cage), and lumbar (lower with the added element of
rib cage and pelvis). Starting from the perspective. Notice that the
bottom triangle, notice that the lumbar same 2-D directional changes are
section of the spine moves forward and taking place, but now include the
away from the viewer’s eye. Next, the cylinders constructed on top to
direction of the spine changes and leans clarify the spine’s snaking through
the opposite direction. As it moves space.
further into the thoracic section, the
rib cage again changes direction as it The last drawing on the right uses
moves up and towards the neck. The “S” curves to depict a more fluid
thoracic section then moves into the design for the spine, using ellipses
cervical area of the spine. to delineate the perspective and
surface changes.
The second drawing from the left
shows how an “S” curve illustrates this
complex movement in a simple fluid
line.
 FRONT THREE-QUARTER VIEW

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The diagram above shows the spine as if seen on a figure from a front
three-quarter view. The same types of lines have been used as in the
first illustration: straights, curves, cylinders, and a more organic shape.
Compare the front view to the back view on the previous page.
Notice that all of the movements detailed on the back view are now
reversed in this front view.

In the illustration below, the same lines have been used to show the
spine in profile.
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After some experience with gesture drawing, you will start to notice that passages or areas in the
figure can be handled in a very formulaic way. For example, the same lines are always used to
directionally express the movements of the spine. The diagrams above were done to illustrate the
importance of trying to see with X-ray vision into the spine as a starting point in explaining the
figure. Additionally, the first two figures have the gesture lines added to show the influence of the
spine on their position and direction (design).

Always try and understand what the spine is doing — most everything in the figure can be
explained as a consequence of it.

17
 After developing your figure’s pose as a gesture drawing,
The goal of using the center
you will next give a more concrete description of the major of gravity is to force an
masses: the head, rib cage, and pelvis. Manipulating the awareness of how the figure
figure’s center of gravity in an exaggerated manor is essential stands upright, while creating
in creating an interesting pose. On top of the gesture, add
the ability to exaggerate
a sphere for the head, an egg shape for the rib cage, anda positions.
horizontal egg shape for the pelvis.
Following ideas of balance,
you can design a 2-D lean
for the rib cage that is off
the symmetrical center. (Of
course, unless the figure is in a
seated position, a pose using
an object to remain upright,
or if the majority if weight
rests on the arms.)

Keep in mind that a

balanced pose is no
better or worse than
using an out-of-balance
pose. What matters
is that you are able to
build the correct position
to match your story/
DYNAMIC BALANCED MOST DYNAMIC
intention. Remember,
though, that because of
A common mistake when drawing the figure is keeping the spine, there is always
these shapes balanced and straight (center drawing). some counter-balancing
Notice that the shapes of the major masses all have an of the shapes of the three
equal and balanced relationship to the center of gravity major masses.
(shown as a vertical line).

Creating a dynamic pose involves creating a sense of

tension with the figure’s center of gravity. Just as our
initial gesture lines create a sense of movement with an
imbalance in the placement of line, you should flirt with
the idea of imbalance when drawing the shapes of the
head, rib cage, and pelvis.

On the left and right, notice how the major masses

move around the center of gravity without lining up on
it. The last pose is the most dramatic in its distribution
of the masses in relation to the center of gravity.

18
After identifying the center of gravity, the next
step is to lay in the three major masses: the head, gr =~
rib cage, and pelvis. TZ <=) —

Because the head is a more complex form

addressed in a later chapter, for now keep it as
a simple sphere shape. When placing the shapes —
of the rib
cage and
pelvis,
make sure
they are
consistent PELVIS
with the
spine and
the balance of the gesture.

Before describing the shape of the pelvis or rib

cage, look for the line of its tilt (2-D position/
lean). An easy way to find this is to look for the
weight-bearing leg. When the majority of weight is
positioned on one leg, it usually causes this large area
of bone to raise, dropping the other side. Draw this
line of tilt and then place the shape on top. Options
RIB CAGE for the pelvis and rib cage are shown in the diagrams
on this page.

At this early stage in the drawing, use the egg shape — which can then be used to develop
more complex forms.

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 There are hundreds of different configurations for the creation of a pose, and each one is
governed by the desired effect and context of a given story. The following exercise will
help you create a sense of impending action, and is an exercise | generally give to students
who are stuck making stiff symmetrical positions. While this exercise isn’t the solution to
how every pose should be thought through, it is one tool to use when thinking about the
mechanics of the figure, and how these mechanics can be used.

Stiff, symmetrical poses, while good for a suggestion of power, strength and/or immobility,
often lack a sense of lyricism and exaggeration. In an effort to push towards these more
dynamic attributes in a pose, | ask my students to strive to create an “about to ...” quality,
which is a pose or position in their drawing that is somewhere in mid-action, mid-step,
etc. The “about to ...” effect is an engagement in the suspended interest or outcome of
the figure. Stable, symmetrical positions keep the action in stasis; the action has either
not begun, or it has ended. An “about to...” position engages viewers by making them
anticipate the outcome of the action, hopefully wanting to fill in the rest of the story.

fr

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LAWE of Bavsice

20 3ESTURE DRAWING
The difference between a stable pose and one in mid-action is
determined by how weight is distributed and balanced. While
this approach can be used to analyze most positions, here it is
demonstrated with the standing figure. Keeping in mind the
prior notes on the center of gravity, build a triangle between the
feet and either the belly button or nose. In poses that are very
stable, the triangle mostly appears very stable at the bottom.
Notice that in exaggerated positions, or out of balance poses, the
triangle looks more irregular.

When developing a pose with these concerns in mind, use the

same approach discussed thus far. Begin with the head, working
the gesture lines down through the weight-bearing leg. This
organization of lines from the head to leg should be ona
diagonal line, which, judging from the center of gravity, looks
out of balance. When adding the second/supporting leg, place it
near the line of gravity to complete the out-of-balance posture.
This simple thought given to a figure’s placement will create the
“about to ...” quality, engaging your viewer in the anticipation of
the potential outcome of the drawing’s narrative.

21
 a!
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Economy of line will help sensitize you

to the development of different textures
needed for a convincing depiction of
realism (i.e. bone vs. muscle v s. fat).

Analyze the drawing to the left for the

types of lines used to depict hard and
soft areas, and note that there is an
alternation between the two.

GESTURE DRAWING
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— FAT VS. Stod

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 “Creating a sense of story” in your gesture drawings can mean a number of different things.
Gesture can be the way we recognize moods through body mechanics, the innate ability to
recognize your best friend from 20-30 feet away, or just simply being able to read the body as
a type of communication. When studying gesture drawings, it will be a common exercise to
exaggerate these positions until you become more comfortable with articulating a wide range
of expressions. Once the ability to develop the exaggerated is achieved, the more natural
subtleties of expression will be much easier to create.

Remember that the figure is a machine in constant relationship with balance and imbalance
— not just in the design of bones and muscle, but also of movement. Think of the natural
activity of walking as an example. In order to walk, run — to move at all — we must
throw ourselves out of balance, and with the next step catch it again. The reason all of our
design elements are focused on asymmetry, balance, movement, etc. is essentially because
we are describing a machine moving through a series of controlled falls.
So far, you may have noticed that there has been no discussion of measuring the figure or
proportion. In this particular approach, there is an emphasis on achieving proportion through
overall quick assessment of size. Work through the gesture lines from the head to the foot, then
take a moment to decide if what you’ve done looks correct. This is not to say that this approach is
better than another (because, ultimately, all should be considered); however, this approach allows
for the emphasis to be placed on capturing the feeling of movement and position. One of the
negative aspects of measuring is that, at times, it tends to produce static, stiffened poses with very
little fluidity.

The figure should be

drawn using the straight,
“C”, and “S” curve lines
to quickly capture the
story or intention in the
pose. Proportion should
be judged based on the
overall appearance of
what you have drawn.

25
Remember that at no point in
a gesture drawing should you —>—_—..
be worried about developing
a likeness, or drawing contour
lines. Focus on the movement caused by the line use — think of these drawings as being
abstract exercises in using line to move the eye.

Figure drawing is not so much about making something that looks like a person, but
instead developing incredibly complex artistic practices and skills. Learning these skills will
allow you to easily create any variety of figure or character desired.
Consider the gesture as the your animated way of capturing the lyricism of the entire figure.
Do your best to keep the fluidity of the gesture, but still include the mechanics (skeleton,
anatomy, perspective) in order to give believability to the overall figure.

The next chapter will discuss using the gesture as a framework for developing a functional
design for the skeleton. Adding the landmarks is the first step into a rigorous demonstration of
how that gesture is possible. Regardless of the chapters and information to come, it is crucial
to begin with a gesture.
 It is important to always build up these
drawings in stages, and to always start
with a gesture prior to this step.

28 LANDMARKS
Looking for the skeleton is the second stage in developing your figure drawings.
This step is meant to give your drawings the look and feel of weight provided by
the skeleton, as well as be a transitional stage in developing volume.

29
 RIB CAGE anpb PELVIS

The skeleton can be used to look at the figure

symmetrically. In a full-frontal or back view, a line
down the center of the skeleton splits the figure into
two equal halves (Examples A and E on the opposite
page). Landmarks give us this line of symmetry.

The landmarks we need are color-keyed in the

drawing to make their identification easier. All
of these landmarks are areas of bone that visibly
push through the flesh. For the time being, we are
concerned with the landmarks of the rib cage and
pelvis. Keep in mind that these are simplified designs
based on knowledge of the skeleton.

The “pit” of the neck at the bottom of the throat.

™ The clavicles. Shape-wise, the clavicles resemble

the handlebars of a bicycle, or a simplified bow.
These two bones act as levers, enabling the arms
to move around and away from the rib cage. The
orientation of the clavicle will change depending
on the position of the arm.

— The manubrium. This is an area of bone that the

two clavicles pivot from.

| B The sternum. This is a bone that fuses the bones

=~ of the rib cage together in the front. With the
. addition of the shape of the manubrium, these two
bones resemble a neck tie.

l B® The ends of the thoracic arch of the rib cage.

PS ) The belly button.

BB The ends of the iliac crest of the pelvis and the

bottom of the pubic bone.

Remembering these areas helps to give your drawings the feel of an active skeleton. Observing
the tilts across these points reveals the distribution of weight. These landmarks also help give the
figure volume, perspective, and aid in the placement of anatomical shapes.
 4= DA
12 /\
He DAA

The drawing above shows the landmarks of the back. These include:

" The base of the cranial notch.

HH Thespine. The spine flows from the bottom of the cranial notch all the
way down to the pelvis, ending at the sacrum.

The sacrum.

The seventh cervical vertebrae. This is a very pronounced area of bone towards the
lower portion of the neck.

Behe scapulae. The scapulae are two free-floating bones, which guide and aid the
movement of the arms.

Examples B, C, and D show the positions of the landmarks as the figure starts to move through
space. Notice that the line of symmetry on the three-quarter, side, and three-quarter back has
remained, but now begins to favor, or move closer to, one side of the figure. Where the line
of symmetry had previously divided the figure into two equal parts, now it helps to align the
shape of the landmarks and show a turn. As the flat view (shown in the two drawings at top)
becomes a slightly angled view, the rib cage and pelvis are shown with an interior corner. This
interior corner will be used to show the perspective by allowing the rib cage and pelvis to be
turned into a box.

The line of symmetry will always be a “C” curve when

the rib cage and pelvis are facing the same direction.
When the rib cage and pelvis are twisting, the line of
symmetry will always be an “S” curve.

31
VOLUME

This diagram details the process of how to use your knowledge of the landmarks to show volume.

The first drawing shows the shape of the rib cage

and pelvis in the gesture stage.

The second drawing shows how to begin

developing the landmarks. This is a full-
frontal pose, so all of the landmarks are shown
symmetrically. The problem with this type of
view is that it is very flat, emphasized in this
drawing by the box drawn around the rib cage
and pelvis. In making drawings that show form
and volume, try to avoid focusing on shapes,
such as the boxes, that only have two points
(outside to outside).

If the line of symmetry

is approaching one side
of the figure, it means
the side plane (of the
perspectival box) is on
the opposite side of the
figure.

The third drawing shows the landmarks in a slightly-rotated view. Notice that the line of
symmetry (found by placing the landmarks) favors the same side of the form as the direction
that the figure is turning. For example, as the figure turns to the right, the line of symmetry
moves closer to the right side of the form.

The fourth drawing shows the separation of front and side planes.

The fifth drawing uses landmarks to find the line of symmetry, keeping the front flat plane. A
side plane has been added to reinforce the idea of the figure is turning in space. Note that
all of the planes are based off of the landmarks. For example, the front plane of the figure is
based off of four points: the ends of each clavicle and the two ends of the thoracic arch.
This illustration shows the perspectives you will want to emphasize based on
the view.

On the left, this front view shows that the rib cage should
always be pushed back in space to show the viewer
the underside of the rib cage. To balance the
rib cage, and reflect the spine’s influence, the
pelvis is seen from above.

The three-quarter view (second from

the left) shows the addition of the side
plane.

The side view (third from the left)

shows the rib cage balancing on the
pelvis.

The back view shows the reverse of

the front. When drawing the back,
always show the rib cage from above
and the pelvis from beneath.
34
 ie

These are drawings that use boxes to

describe the landmarks of the rib cage
and pelvis. Study the drawings for
the ideas and steps discussed up until
this point: finding landmark points,
establishing the line of symmetry, and
developing volume.
 This is an example of what a drawing should look like when
developing skeletal landmarks over a gesture. The major forms
of the rib cage and pelvis, an indication of the skeletal landmarks,
and a loose description of the bones in the leg have been added on
top of the gesture drawing. Notice that the gesture drawing is still
clearly evident.

The main focus during this step has been to preserve the story of
the gesture and to begin to indicate the distribution of weight. In
your drawings, the skeleton should help give a more concrete
explanation of the mechanics of weight distribution.

36
 ISTRIRIITION
“1 -°‘\N
ASITINAIDUTLIUN

It is easier to determine how to handle areas of intersection by

thinking of the figure mechanically. The drawing in the upper right
is a simplified sketch of the distribution of weight-distribution and
balance. Sometimes doing a small sketch like this before you begin
your drawing can help solve problems at a very early stage.

The drawing shows the figure holding all of

the weight on the left side (this area is shown
in dark blue). Because all the weight is held
here, the pelvis rises on the left side and
drops on the right.

In order for the figure to remain standing,

the rib cage must lean to the left to
counter-balance the pelvis. Because the
left side of the rib cage and pelvis have
moved closer to one another, the
area of muscle and flesh in-between
is pinched and forced outwards.

On the other side, because the

two areas of bone have moved
away from each other, the
| N area in-between is pulled
and shows a stretch.

When showing a pinch or a stretch, it is extremely important to develop a sense of space by using
overlaps. This tool for showing recession and depth is commonly referred to as a “T” overlap. A
“T” overlap should clearly show one line moving behind or in front of another line, much like the
letter T. The illustration above shows how the “T” overlap is used when dealing with a pinch and
stretch. This will be explained in more detail in the Connections section of this chapter.

37
 These are 2 minute gesture drawings that focus
on the placement of the landmarks.

38
39
When showing depth using a “T” overlap, you
need to be especially clear about what form goes
in front or behind another. The diagram to the
right shows a demonstration of this idea, using
spheres. Notice that every time a form comes in
contact with one that is either in front or behind
it, they meet at a “T”.

If you were drawing a figure foreshortened

or in a reclining pose, this would be a tool to
emphasize in a drawing. Because of the large
amount of information needed in describing a

ir
figure, the “T” overlap will constantly be used to
help organize the major and minor forms.

ene
tt

The “T” is used in many types of images and is a main tool for showing recession and depth
in landscapes. Study how the “T” overlaps are used to place one form in front of another
causing the eye to experience a sense of depth.
Having established the skeletal landmarks and the figure in perspective, the next step deals with the
connection and design of these forms.

Notice, on the example to the left, that the head, rib cage, and
pelvis are all connected with either an “S” or “C” curve. This use of
curves will help tie the forms together consistently with the gesture
drawing.

a By limiting the line use, you design a fluid relationship to the page
\ based on the negative space left behind. By only using these curves,
you will have a more controlled and simplified understanding
of how to describe the movement of the three parts against one
another.
SN
~

Study the drawings to the right

to see what happens to the
curves as the head, rib cage, and
pelvis move against each other :
in different positions, == i 9p 8

Notice in both drawings that

depending on the movement,
the connection between the
rib cage and pelvis is either
stretching or pinching.

Connections are important areas in the

figure to emphasize curves that play off of
the harder shapes of bone. This maintains
and exaggerates ideas of natural balance
discussed in the gesture chapter.
This stretch or pinch is still a variation on a “C” or “S” curve.

Observe how the “C” curve becomes suggestive of the flesh between the two areas
of bone compressing, and the “S” more clearly communicates an elongation or
stretch between the two areas of bone as they move away from one another.

This use of curve will take place at every intersection on the body - the neck,
midsection, between the pelvis and legs and the rib cage into the arms.

ee
Ne asses
44 LANDMARKS
SSeS ea
St
A I ee =
a ae SS
SSS
eee eee
5 SS=~ wo
These are 3—5 minute
drawings done using pen
and prismacolor. Study these
drawings to see the process
as described up to this point.

45
ARMS AND LEGS

Having established the major

masses of the rib cage and pelvis,
the next step involves defining the
arms and legs in their placement
and perspectives.

One of the main goals when

working through a construction-
based study of a figure is to keep
all the forms balanced as shapes
and as volumes.

Remember, developing a
construction drawing is
not necessarily the desired
finished product. Rather,
this is one invaluable stage
of knowledge (among
many others) that has to be
integrated into any image.

On the arm, represents the

head of the humerus, and on
the legs, the top of the great
trochanter of the femur.

Represents the elbow (end of

the humerus) and the radius
and ulna.

Represents the knee and ankle.

 When developing the arms, one of the most difficult steps is
showing the correct perspective. The four stacked drawings to
the left show the process for developing the arm as a cylinder.

The first step is to use one line to place the direction and
length of the arm.

In the second step, draw two lines parallel to the first to

determine the width of the cylinder.

The third step is to give the

cylinder a perspective based on
the type of ellipse drawn.

The cylinder with the orange dot

above it is an example of using
the ellipse to show the view from
above the object.

The cylinder with the green dot

shows the view from underneath.
When choosing an ellipse for
the cylinder, alter the minor axis
without affecting the width.

This illustration
demonstrates how to turn
a cylinder in space by
changing the size of the
ellipse. The fourth step (in
the bottom right corner)
completes the cylinder by
putting a cap on the open
end. This cap should be an
exact copy of the arc of the
ellipse from the other side.

CHAHO ©

47
 These are example of construction
drawings at various stages. Keep
in mind that another reason to
emphasize an activity or gesture
at the beginning is so that your
drawings don’t start to stiffen up.

48 LANDMARKS
While including the skeletal structure
and the geometric volumes, the
drawings may run the risk of becoming
rigid. In every stage, you want to be
reinforcing the story or gesture. The
landmark stage should be a re-telling of
the gesture, describing the pose in space
and bringing more realism through the
skeleton.

Look for the simplest explanation of

how to connect parts. A “C” or “S” is
used at every transitional area on the
figure to secure a connection as well as
indicate the distribution of weight.
FORMS ann CONNECTIONS
These six exercises represent the basic training principles that allow you to render, invent,
or conceive of a figure in space. At every point in the process of drawing, you should be
involved in one of the six skills to a varying degree. The goal in this process is not to literally
draw a nose, mouth, contour line, etc., but to be engaged with the underlying principles that
develop a sense of illusion.
Do these exercises when daydreaming,
at work, in class, or as warm-ups.

—
Ca) Poem ldee Cureses
@) VARMING Sizes ot SeueeES

i? - ® hevrpaes oe CuUyesns al =

Pairing EWiPSES

1. Practice drawing spheres using one line, in varying sizes. Draw from your shoulder, not
from your wrist.
2. Draw different sizes of ellipses using one line (again, from the shoulder), double-checking its
accuracy by adding in the major and minor axes.
3. Practice thinking spatially by drawing only wrapping lines. Imagine you are drawing a
garden hose, snake, or slinky.
4. Build on Exercise 2 by pairing the ellipses, and developing cylinders.
5. Take the sphere, box, and cylinder as departure points for more complex, organic forms
The entire figure builds out of spheres, cylinders, boxes, ellipses, and curves.
6. Imagine a box falling off of a ledge, and rotate the planes to show a sense of fall and turn.
Before moving on to the development of anatomy, it is paramount to understand how to keep
a consistent feeling of form. This stage will emphasize the importance and technical principles
needed to continue to emphasize the underlying shapes. The box, sphere, and cylinder still
have to be reinforced with the use of line and connection.

Whenever adding to or
describing a form built from a
box, cylinder, or sphere, it is
important to never use line in a
way that contradicts that form.
Notice how the lines around
the volumes to the left always
work around the volume.
These lines travel across the
surface as if they had to literally
walk across them. This is one
of the best ways to convince
your viewers that what they
are seeing Occupies space.
8A SS
Z i \ aS

A
4 A ey ‘

Notice how the illusion of form is

compromised when the lines work against
the surface of the box on the right.
The key to combining these perspective forms is to imagine one volume being pushed into the
other while using the line work around the forms in order to integrate their surfaces.

In the two examples on this page, notice how

the forms feel as though they are joined as
one. A more organic form like the one of the
cylinder and sphere could be used to represent
the shoulder or fingers.

The form of the ovoid meeting the box

follows the same laws and could easily be
used to describe the upper leg ending in the
knee. The development of organic forms is
an incredibly valuable exercise and one only
limited by your imagination.

The example on this page shows a

perspective situation similar to anatomy
connecting disparate parts. With the
cylinders moving in separate perspective
directions, the goal of the elongated box is
two attach on their surfaces in a way that
describes the larger perspective.

Notice how the elongated box conforms

to the larger perspective and overlaps onto
and around the surface of the cylinders.
 Study these examples
to see how multiple
objects have been used
to describe the organic
qualities of the rib cage,
midsection, and pelvis.

These examples illustrate

the more abstract
elements integral to the
perspectival showing
of anatomical shapes
resting on top of larger
perspective volumes.

To summarize, there are three technical ways of

connecting and adding forms:

The first is the use of “T” overlaps to emphasize a form

moving in front or behind another form.

Second, adjusting the shape of a form to give it

continuity with the larger perspective of the form it
rests upon.

Lastly, using a intersecting or transitional form, which

transitions the perspective from one volume to another
by starting on one perspective and ending on the other.
 SUMMARY

The preceding chapter can be summarized by thinking through these four steps:

1. VOLUMES The entire figure will be constructed out of spheres, boxes, and

OIC
cylinders — get comfortable with these volumes and become as
familiar as possible with drawing them.

2. MAINTAINING THE If the sphere, box, and cylinder are your building blocks, you will
VOLUME WITH LINE never want to work against the effects they develop. In order to
support these effects, become sensitive to how line enhances or
destroys these surfaces (wrapping lines).

3. COMBINING VOLUMES Combine the sphere, box, and cylinder together in order to
develop organic forms that can more easily approximate the
forms of the figure.

4. ADDING TO & Adding and connecting volumes involves maintaining the first
CONNECTING VOLUMES three steps while integrating the complex volume into others.
Here are examples of how
building upon these four steps
leads to a fully-rendered figure.
The process for drawing the head is based on development and form. The goal is to
understand all the parts of the skull in order to create a believable, volumetric model that you
can use to work from out of your head.

The parts of the skull are

first broken down into the
most basic forms, and then
reassembled — similar to
a sculptor progressively
building up forms with clay.
In this chapter, we will cover
a generic understanding
of the skull. All of the
planes and corners, once
understood, can then be
manipulated exhaustively to
present any character type.

Having learned this process

as a foundation for a
rendered drawing, head
invention, or exercise in
plane separation, you should
use it for exaggeration
or expressive intent. At
every stage in this process,
manipulations can be made
to develop the skull of an
animal, creature, character,
or just different types of
people (individuals, races,
etc.).

57
 The sphere represents the cranial mass, which is 2/3
of the entire skull.

When drawing the head, continue to use the same

process outlined in the first two chapters. Begin
with broad 2-D ideas of position, orientation, and
placement, then build into perspective, and finally
construct the details on top of those developed
surfaces. This process is repeated throughout the
remainder of the book to emphasize a consistent
understanding of the fundamentals.

The second step involves giving the sphere a tilt. With a straight line drawn through the center
of the sphere, the cranial mass is given a 2-D orientation. The first drawing on the left would
show a head standing upright. The drawing in the middle shows a head starting to lean. The
last drawing, with the horizontal line through it, shows a head that is lying down or flat. This
step is important in developing the positioning of the head.

58
This step introduces the shape of the jaw back onto the cranial mass.

The shape of the jaw is formed

by extending the lines of the
cranial mass down to give the
skull an overall egg shape.

The areas in these diagrams show

the shape of the jaw from a
front, three-quarter, and profile
view. Observe how, with only
shapes, the placement of the jaw
starts to suggest a 3-D look or
position in space.

The “t” of the face (shown most

clearly in the top left illustration)
further helps with positioning.
The “t” is the line of symmetry
in the face. When the face is
seen straight on, the vertical line
divides the face into two equal
halves and the horizontal cross
line represents the eye line.

Note that when the face changes positions,

the “t” favors one side of the face. For The addition of the jaw will represent
example, as the head turns to the right, the remaining 1/3 of the skull, unless
the center line of the “t” starts to favor otherwise changed for exaggeration in
the right side of the face. When the face is character, animal, or creature.
seen in profile, the “t” is lost.

Finding the “t” is extremely important — not only for correct placement of the front plane of
the face, but also for a solid organization of the features.

At this stage, you should be focused on using the jaw, indicated with a straight, horizontal line
for the chin, to show a complete turn. This involves an awareness of the symmetrical view,
and what happens to the chin-line as the head turns right or left (shown in orange).

With the tilt, the “t,” and chin, you can establish all possible leans of the head and implied
dimensional turns with only shape.

Notice that because the head is a symmetrical form, we can use the same process for
establishing volume that was used for the rib cage and pelvis.

59
 This step introduces perspective Drawing a more complex form like the head
into your drawing. Before requires a strong familiarity with the skills and
this point, everything has been exercises discussed at the beginning of the
organized through the use of Form and Connections chapter. If your head
shape to arrange the placement drawings look a little off, try to pinpoint errors
of the larger forms. Perspective within the six skill areas so you can practice
is now added to create the those specific skills.
illusion of three dimensions.

The first step in deciding on a perspective is to simply determine whether you are
underneath (A) or above (B) the head. Illustration A shows what a head looks like when
seen from underneath. Note that the “t” has changed — it now tilts back across the face.

To the right, note that this perspective is simplified by the cylinder. When wrapping the “t”
across the cranial mass, always draw through and around that sphere as if it were made of
glass. The dotted lines on the drawing show how this appears. It is important that this line
bisects the sphere at its equatorial center — think of this line traveling around the sphere like
the line of the equator traverses the surface of the earth.

The two drawings in the center show how to easily place this “t” or eye line. By relating the eye
line to the brow and top of the ear, you will more accurately describe the perspective angle.

Illustration B shows the head seen from above. The cylinder to the right of the head shows how
all the line work is still geared toward describing a basic perspectival idea.

60 HEAD DRAWING
Here are some 5 minute
sketches.

See if you can analyze

them for the first four
steps discussed so far.
Start by finding the
cranial mass, its tilt,
develop the jaw, then
establish the perspective
leans through the eye
line.

These four steps

constitute the gesture
and foundation of
positioning the head in
space.

61
 Having set up the major forms through the use of shape and perspective, the placement of the
smaller forms can be established by setting proportions.

* HAIRLINE

BROW =
KEYSTONE + 28
BOTTOMOF = =. |/>
SOCKET
BASEOFNOSE —— |/>
SEPARATIONOF —b ly, wl
LIPS
1
TOPOFCHIN. —P /3M
BOTTOM OF —
CHIN

This method of finding proportions is based on

identifying pronounced areas of bone on the
skull (landmarks). These proportions are always
consistent, despite the perspective placement
(extreme views). Begin these measurements by
finding the brow line and the bottom of the jaw.

62
™) The base of the nose is half-way between the brow and the bottom of the jaw.

From the base of the nose to the brow above, the face is continually broken into halves:
@ The first mark is the bottom of the eye sockets, which is half-way between the
base of the nose and the brow.

®@ Halfway between the bottom of the sockets and the brow is the center
of the eyes and the bottom of the keystone shape (shown in blue).
The shape in the upper right corner shows the basic appearance of the
keystone shape when seen straight on. This keystone shape is the area of
bone that separates the eyes. This is the most important area to closely
observe in order to create a likeness.

The area between the base of the nose to the bottom of the jaw is divided into three equal
parts. The two marks that separate those three equal parts determine:

© the separation of the lips

the top of the chin

The last point of reference is the hairline. While not an area of bone, the hairline will help
in transitioning to the next step. The hairline’s placement will change depending on the
particular character type — some will have one and others won’t.

Keep in mind that once these proportions are learned, their

manipulations and exaggerations give endless possibilities of
character, type, animal, etc. Currently, you are building the
foundation that will allow later inventions to be grounded
in reality and solid draftsmanship.

63
 A

se= ee (, Base oF Nose.

= rr

™ Ys
}
'
|

—~——==—- CH ay

This step begins with finding the hairline and drawing it in perspective all the way around to
the back of the skull.

Next, beginning from the base of the nose, draw another line back across the form to the back
of the skull.

Between the back of the skull, the top of the line drawn from the hairline, the outside of the
brow, and the line drawn from the base of the nose, draw an ellipse to represent the side
plane of the skull. These four points are always used to find this side plane; however, the
orientation and the size of the ellipse will change depending on the perspective.

This is the most important stage in giving the head a 3-D appearance. In a very simple way,
the box (top right of the illustration) describes what is beginning to take place on the skull.

Between the four points mentioned above, draw two straight lines connecting them. One
should be horizontal going from the back of the skull to the end of the brow, the other should
be drawn from the line at the base of the nose to the top line at the hairline. During this step,
keep the vertical line as close to matching the line of the tilt (step 2) as possible.

64 HEAD DRAWING
 This step begins by placing the ear. The ear sits in the lower quarter, created by drawing the
horizontal and vertical divisions in step 6. As shown in dark blue, the ear should be kept as a
simple “C” shape that is no taller than the base of the nose to the line of the brow.

The second part of this step is to find the line of the cheek. As shown in dark blue, the line of
the cheekbone begins at the top of the ear and continues as a “C” curve down to the corner of
the jaw. The inclusion of the cheekbone adds another corner, showing the front plane of the
face, and now side plane for the jaw.

Note that as this process builds, some of the early

line work is no longer emphasized. For example,
the line work showing the beginning shapes is no
longer needed because the forms are becoming
more specific and exact.

66 HEAD DRAWIN
SSS SESE SORA ashe BNL a ae ee
These drawings represent the ear
from a number of different angles.
Keep your drawings as simple as
possible for as long as possible.
Diagrams A, B, and C to the right
show how to represent the ear
simply from the side (A), three-
quarter front (B), and back (C).

67
 This step begins by finding the recessive plane for the eye sockets (shown with orange dots). It
is important to show that the plane for the sockets pushes into the skull at an angle. Also note
that all four dots are connected to show one plane that begins at the brow line and ends at
the proportion line for the bottom of the sockets. This plane does not go past the cut-out for
the side plane of the head.

Having established the plane for the sockets,

the structure of the nose can be built. First look
for the relationship between the tip and base of
the nose. In the example at left, the tip of the
nose (blue line) is drawn above the base of the
nose (black line). This is an important stage to
reinforce your perspective. If you were to draw
the tip of the nose below the base, it would
suggest that the viewer is on top of the head
looking down, rather than underneath the head
looking up.

From the tip of the nose, at either end, two lines are drawn down to connect it to
the base. You should now have one plane, which represents the bottom plane of
the nose. The next step (above right) is to draw two straight lines from the tip of
the nose (pink dots) to the ends of the keystone shape above (orange dots). This
form gives you the front plane for the bridge of the nose.

To complete this structure, drop a line from the point at the keystone (orange dots)
to the line for the bottom of the sockets (green dot) at about the same angle as was
used for the side of the base of the nose. After connecting this again to the base of
the nose (connect green dot to pink), you have the side plane of the nose drawn to
proportion, accurately placed on a believable perspective-based form.

68
 This page shows a variety of different shapes and views for the nose.
Notice that the red lines allow you to see the importance of the box
for use in establishing the placement of the nose on the face and its
perspective. The varying angles and views of the nose are totally
dependent on how well you understand the placing a box in space.

Having the developed the box, notice that different types of noses come from
exaggerating any of the straight lines to become a variety of curves. Additionally, the
underside of the nose in these examples has been broken into the septum and nostrils.

69
These pages contain example drawings of the form, placement, and planes of the eyes. When
drawing the eye, always begin by describing the sphere of the eye and where it sits within the
socket. It is most important to give the eye its context before going right in for the highlight.
When describing the eyelids, be sure to think of them as wrapping lines. The lids should feel as
if they travel across and around the underlying form of the eye.
Notice that the design
of the eyelids is
asymmetrical, exactly
like the gesture lines
developed in Chapter
1. The upper lids will
always have a higher
curve closer towards
the nose, and the
lower lids will drop
and curve further
from the nose.
 This step involves developing the area of the tooth cylinder or denture sphere. This area
of bone, which includes the teeth, pushes out and away from the face. This is the main
characteristic of the lower portion of the face to develop before drawing the lips.

The denture sphere is an oval. This oval is drawn from the top of the chin up underneath
the area of the nose (this is shown in the example on the facing page in the lower left).

72
 “—™
——-_-—<

van HY”

VNOBeNParTH Lips

; A ABeve urs

= yf
fe

The lips, which are drawn on top of

this form, always occupy the same
perspective as everything else on the face.
Note the difference between the drawing
of the lips seen from beneath versus from
above. To simplify, think of the lips as
an “M” above a “W” (example in the
upper right corner). However, unlike the
example, never place the “M” and “W”
on a straight line. The “M” of the upper
lip and the “W” of the lower should be
drawn around the perspective of the
head’s volume.

73
=e ee
74 HEAD DRA NI NG 5
 t ty ihe
is 2
RAP
‘ ,
This is an example of how your completed line drawing should look. Before moving on to
any finishing work on the character or head, make sure there is a fundamental development
of the basic forms. These forms are what give your drawings the feeling of believability,
naturalism, and volume.

The development of the features should, at this beginning stage, be a tertiary concern.
77
 Developing the profile view can be handled with a slightly different set of tools. The first
steps, however, should be the same. It is still most important to establish the shape, tilt, and
perspective. In doing this, your drawing should look like example B (straight on), C (view
from beneath), or E (view from above). Depending on your intention, it may be easier to
demonstrate the feeling of volume by cheating or exaggerating a perspective viewpoint (in the
case C or E).

After finishing this step, and using the same proportions, the profile for an individual can be
introduced as a design. Try likening your characters profile by thinking of how much the
forms of the face project out from the front line (F) or push into it.

78
 When drawing
the profile view in
perspective, emphasize
the top or bottom of
the head to achieve
the same description
of space offered by the
cylinder.

A feeling of naturalism in the profile is achieved with

an idea from the Gesture Chapter. Notice that the
forms of the face are in a balancing act, alternating
between a form projecting out and a form receding G H
in. For example, the forehead pushes out, the eye
sockets recede, the nose pushes forward, etc. Keep
this pattern in mind when designing your own =
characters or drawing from life.

Notice the shape for the back of the ear is highly i | \

simplified. Example G shows the back view as = I SS |
essentially a cup or cylinder shape with an “S” on - oy
top, while the three-quarter view (H) describes the fJ
form turning by introducing a corner.

79
ion oet ly
S
ce
Similar to the profile, the back of the head also offers a unique set of problems. However,
you will always begin with the first four major steps. Having set the placement up, the design
for the back of the head is one predominately structured on the “T” overlap. The forms you
are looking to overlap in this position (the anatomical forms will be discussed in the following
chapter) are the Trapezius (1), the form of the neck (2), the sternocleidomastoid (3), the cranial
mass (4), and ear (5). Simplify your drawing of the back of the head into an organization of
these major forms.
The following examples illustrate how simple the job of lighting the
head can be when simplifying the major forms. Having these basic
forms as the foundation for your head will make the difficult job of
inventing lit figures much more approachable. Use the construction-
based approach to the head for only as long as it takes to familiarize
yourself with the primary volumes and their perspectives. Once you
have this knowledge and are comfortable with it, feel free to develop
a short-handed version, create your own variation, or use it as an
imagined structure for the creation of longer “finished” looking studies.
Keep in mind that although we are working
through underlying principles of construction,
perspective, and form, that they are all geared
towards the realistic/ organic presentation of
a “finished” looking head, portrait, character,
etc. The process delays gratification through
focusing first on the inside of the forms in order
to increase the understanding and depiction of
the outside.
84
Notice that in the organization of the face,
and consistent with the rest of the ideas
discussed so far, that there is always a
balance between hard and soft forms

85
 ANATOMY
The most important step in
developing a drawing that
includes anatomy is to first
work through a process.
Working through gesture,
shapes, landmarks, and then
volume gives your drawings
a sense of solidity that
the anatomy will need to
respond to.

The muscles pointed out in

this section are only muscles
seen or affecting the surface
of the forms.

This chapter is not meant

to act as a reference manual
for anatomy. This is a
highly simplified approach
to anatomy meant to
serve as a foundation of
a working process. In
understanding the muscles,
the same approach to the
figure is implemented: first,
gesture and shape, then the
development of volume and
perspective.

86 ANATOMY
LS I EE SS
—
au
©
Zz.
—

=
m
=
 The color-coded drawings on these pages show the
placement of the different muscle groups according to
a simplified idea of their
shapes. Study them
for an understanding
of how to use “T”
overlaps. Because
there is so much going
on, it is extremely
important to use the
“T” overlaps to be clear
about relationships and
placement.

PROCESS
ANATOMY PROCESS:
Following this step, every muscle is looked at in
isolation, as a shape. First, you should be concerned 1. SHAPE
with a muscle’s shape and its placement: second, 2. PLACEMENT
how that shape changes in relationship to the gesture 3. GESTURE
or an action; and third, how to use the shape to keep 4. PERSPECTIVE
a constant sense of volume and form.

88
BACK VIEW

It is important to keep in mind the

overall process at this point. Remember
the progression:

Gesture
Shapes
Landmarks/ Volume
Anatomy
Value

Think of these as all being related.

Any time you move to another step,
that step still needs to address all that
came before it. For example, when we
start to develop anatomy, we have to
address the three steps that came before
it in order to stay true to the original
intention or gesture. Additionally,
remember that drawing the pecs or
deltoid is the description of a smaller or
micro-gesture that is a smaller argument
in support of the larger idea (the initial
gesture).

Consider the simplified shapes and their

placements a map. This can be later used
to help in identification or to create figures,
animals, or other creatures,
ANATOMY AND MOTION

Learning the anatomy allows for an understanding

of general shapes and connection points, limits
and range of movement, and what the anatomical
shapes allow the body to do. The following
studies/diagrams describe activities of the body by
designing the anatomical shapes with one simple
rule (active/passive or squash/stretch).

“Ss” Curve = Stretch or

Passive anatomical shape

“C” Curve = Pinch or active

anatomical shape

Active shapes of anatomy will take

the basic design of the shape and
show it squashed or in a compressed
state. Extreme activity has more
exaggerated compression, while a
less extreme action may only have a
slightly compressed appearance.

A non-active (passive) shape will be

stretched or shown elongated. This
active vs. passive demonstration of
anatomy is incredibly important for
keeping the believable asymmetrical
quality to your drawings, as well as
accurately describing the mechanics
of the body.
 Notice that because the passive side of the figure
is designed with all “S” curves, the negative
shape is very fluid and rhythmic.

On the pinched side of the figure, the C-curve or

straight has been exaggerated into a more jagged
shape to suggest weight or flexion.

Simplifying your use of

line will build a specific
relationship to the negative
shapes surrounding your
figure. In the diagram
above, notice the difference
in the negative space
created by specific ideas of
active/passive anatomical
gestures (rhythmic vs.
angular). Remember, you
are, through the process
of drawing the figure, also
responsible for the design of
the surrounding areas.
STERNOCLEIDOMASTOID — GESTURE

The sternomastoid muscles work to pull the head and neck forward as well as rotate the head
and face laterally. These muscles begin on the interior surface of the manubrium and clavicle
and insert into the skull behind the ear.

STERNOCLEIDOMASTOID — SHAPE
The sternomastoid can easily be remembered as a shape that
resembles a baseball bat. When placing this shape, remember
that it is aligned in a diagonal from the manubrium to the
base of the skull.

Additionally, the shape of the sternomastoid should not be

drawn symmetrically. One side of the shape is always higher,
mimicking the design principles in our gesture.

When the head turns, the involvement of these

muscles can be indicated by elongating their
shapes (indicating a passive state or stretch) or by
contracting and shortening the form (which will
indicate an active state or the muscle being used).
STERNOCLEIDOMASTOID — VOLUME

The volume of the sternomastoid should be shown wrapping around the cylinder of the neck
while moving back spatially to suggest the distance from the manubrium back to the base of
the skull.
 PECTORALIS MAJOR — GESTURE

The pectoralis muscle pulls the arm forward across the chest and rotates the arms medially.
Remember the description of the muscle’s action is what you want to look for when deciding
the “C” or “S” curve, which again is the basic gesture to the muscle. It begins on the medial
half of the clavicle, along the length of the sternum, and across the cartilages of the first six or
seven ribs, inserting into the bicipital groove on the front of the humerus.

PECTORALIS MAJOR — SHAPE

The shape of the pectoralis resembles

a fan, with the clavicular, sternocostal,
and abdominal sections overlapping
— or even more simply like a gold fish
with its head missing. The flat portion
of the head missing head sits along
the sternum, while the tail can be seen
wrapping and pulling to the front of the
humerus.

The pectoralis can simply be thought of as a

small box or rectangle sitting on top of the
rib cage. The width of the pectoralis should
be shown towards the bottom of the form
nearest the nipple. The volume will be
displaced depending on the action. For
example, if the arm is raised, the volume is
spread more evenly and will have less of a
noticeable corner. If the pectoralis is flexing
or contracted, the volume becomes peaked
and will have a more noticeable width.

94
 eh PW
Me
7
sine,raeten,Nis
e
iG ey
PECTORALIS MAJOR — VOLUME

The shape will change when the arm

raises by showing the tail of the goldfish
unwrapping and becoming elongated.

96
97
 Remember, this basic anatomical
design can be changed to develop
likeness, gender, animal, or creature.

For example, the shape of the

pectoralis can be altered (see diagram)
in order to portray the female by
overlapping a sphere (for the breast)
under then over the initial pectoralis
design.

98 ANATOMY
99
 TRAPEZIUS — GESTURE

The trapezius rotates, lifts, and pulls the scapula. Its origin is at the base of the skull and down
to the twelve thoracic vertebrae. The trapezius inserts along the lateral third of the clavicle, the
upper edge of the spine of the scapula, and ending at the tubercle of the spine.

TRAPEZ] U S = SH APE The trapezius can be more easily used and

remembered by simplifying it into a basic shape. The
complex shape of the trapezius can be thought of as
an upside-down dagger.

The top or handle of the dagger is the portion of

the muscle inserting into the base of the skull. As
the wings of the trapezius swing down to the top of
the scapula, the handles of the dagger can be seen.
Where the muscle pulls in a point to the spine, the
blade of the dagger can be seen.

100
101
 The shape of the trapezius
can also change to suggest
a movement or activity.
Notice how the shape of the
trapezius pinches when the
scapula moves closer to the
spine. Conversely, when the
scapula pulls forward with
the movement of the arm,
the trapezius is stretched and
is shown as thinner, pulling
across the ribs beneath.

Additionally, the shape of the

trapezius (along with all the
overall shape of every muscle)
can be altered to suggest
gender, type, or character.

TRAPEZIUS — VOLUME

The volume of the trapezius should be

shown moving across the major forms it
rests on — the head, neck, scapulae, and
rib cage. Additionally, its volume will
be affected when the muscle’s shape is
stretched or pinched.

102 ANATOMY
 103
™~
taco ie moeenrtne
ps
Fay ‘ ”
apres
2 Fase rey
 ~ THe DELTOID — GESTURE

The deltoid consists of three separate heads. The first is the anterior portion, which raises the
arm in front of the body. Second is the acromial portion, which pulls the arm away from the
body. Third is the anterior portion, which pulls the arm backward.

The origin of the deltoid’s shape is a continuous line passing along the last third of the clavicle,
the border and top of the acromion of the scapula, and the lower edge of the spine of the
scapula. The deltoid inserts outside of the humerus about half-way down the arm.

104
DELTOID — SHAPE

Seen from the side, the shape of the

deltoid resembles an upside-down The red line in this
triangle. From the front or back, the diagram represents
deltoid still appears as a triangle — just the area of
a much thinner one. connection for the
deltoid.

SIDE VIEW FRONT VIEW

|
f
=

The above diagram represents a second perspective

structure to describe the shoulder girdle. The
shoulder girdle is the combination of the clavicle
and scapula. This structure sits on top of the
rib cage and acts as an incredibly useful tool for
organizing/understanding the shoulders.

A
' | DELTOID - VOLUME
SK.
\

2 The most effective way to show the deltoid in

\
\

SY \ perspective, with a strong sense of volume, is by

s wrapping its insertion point in the same perspective
as the direction of the arm.

The deltoid should also reflect the perspective of

the upper body as its origin pulls away from the
shoulder girdle.

105
106 ANATOMY
a a SES
107
 RECTUS ABDOMINIS — GESTURE

The rectus abdominis (or abdominal group) works to flex the trunk at the lumbar vertebrae.
This muscle group begins at the base of the pubic bone and inserts into the surfaces of the fifth,
sixth, and seventh ribs.

RECTUS ABDOMINIS — SHAPE

The abdominal group can be simplified into a

shape resembling a bullet. The curved portion of
the bullet fits into the pelvis, while the flattened
end lies along the ribs above the thoracic arch.
Within this shape, there are eight sections. Starting
from a straight or horizontal line around the area
of the belly button, these sections progressively
rise to a peak (see diagram).

When the trunk moves front, back, or side to FEMALE MALE

side, this shape can be shown pinching, stretching,
or aiding in a twist. oy

108
RECTUS ABDOMINIS — VOLUME

The volume of the abdominals should be shown with a very

thin side plain. This gives the viewer an indication of the
depth of this muscle group. Ultimately, this volume will
resemble a flattened box or rectangle.

109
OBLIQUES — GESTURE

The external oblique attaches to the lower eight ribs

of the rib cage, running downwards and to the back,
inserting into the pelvis.

The function of this muscle is to bend the trunk

laterally, to twist, and when both sides are used
simultaneously the rib cage will be pulled down
towards the pelvis.

OBLIQUES — SHAPE

The shape of the obliques can be thought of as two elongated

rectangles, similar to two columns supporting the rib cage over the
pelvis.

When drawing this shape, attach the obliques to a wrapping line

lower down on the form of the rib cage, while relating them from
the side to the back.
As discussed earlier in the section on Connections, the
goal after wrapping these shapes to their corresponding
perspectives is to design them with a “C” or “S”
depending on the activity they are engaged in.

OBLIQUES — VOLUME

or. When assigning

we volume to the
obliques, make the
shape wrap around
the existing forms,
but also think of this
shape as having a
depth similar to a
flattened box.

111
SERRATUS ANTERIOR - GESTURE

The serratus slides the scapula forward and aids in elevating the shoulder and the arm. It
originates on the outer surfaces of the first eight or nine ribs and inserts into the underside of
the scapula.

SERRATUS ANTERIOR - VOLUME

The volume of the serratus should show the muscle as a sphere or ovoid form. Additionally,
this muscle should appear to be a smaller form sitting on the larger form of the rib cage.

SERRATUS ANTERIOR - SHAPE

The shape of the serratus can resemble an egg form

with three legs or tabs coming out from the bottom.
The top portion of the egg represents the muscle
pulling under and to the bottom of the scapula,
while the feet or tabs shows the muscle pulling into
if \ and between the ribs. Additionally, these feet can
f be shown connecting into the upper portion of the
x obliques in order to develop a strong connection
a between the two anatomical shapes.
Study the diagram for the
shapes and planes of the
anatomical features covered
so far. Strong knowledge
of the anatomical planes is
the best tool for creating
believable light and shadow
in tonal drawings.

113
 ERECTOR SPINAE - GESTURE

The erector spinae (or sacrospinalis) is a muscle group that extends the vertebral column and
head, as well as aiding in flexion and rotation. This muscle group begins on the inner surface
of the iliac crest and ends into numerous points on the back of all twelve ribs, and eventually
into the skull.

ERECTOR SPINAE - SHAPE

The erector spinae can be simplified into a shape

that resembles two corn dogs side-by-side, or two

},
ovoid shapes above two cylinders. Depending on
the activity taken by the figure, these simple shapes

TIE ca
can easily be shown to pinch (by contracting their
shape) or stretch (by elongating the forms).

The volume of the

erector spinae should
be shown following the
perspective and volume
of the spine, rib cage,
and pelvis.

114
Study these drawings
for how the erector
spinae changes
form with different
perspectives.

115
 LATISSIMUS DORSI] - GESTURE

Adducts, extends, and rotates the humerus. Additionally, the latissimus pulls the arms down (like
when swimming) or lifts the body up (as in climbing).

The latissimus originates along the lower sixth thoracic vertebrae and the crest of the ilium. It
inserts on the front of the humerus higher than the attachment of the pectoralis.

LATISSIMUS DORS] - SHAPE

The shape of the latissimus resembles a

bowl with arms and legs. The arms on
the sides of the bowl are small triangles.
The design of these arms suggests that the
shape of the latissimus, like the pectoralis,
unfolds when it is stretched.

LATISSIMUS DORSI - VOLUME

The latissimus can be given perspective and a feeling

of volume by wrapping the top of the shape with the
perspective of the bottom of the rib cage (from behind).
As the bottom of the latissimus ends on the pelvis, it
should be drawn to sit on the perspective of the pelvis.

116
117
118
119
 ANATOMY ano ARCHITECTURE

Many artists throughout history have let their studies of the figure inform their architectural designs
(and vice versa). One of the many benefits of this is the sharing of strong perspective and spatial
principles.
Additionally, thinking of the anatomical shapes we covered in a more geometric, architecturally
informed way can result in endless design solutions or more memorable shapes and patterns.

The following drawings exaggerate

the use of perspective in order to
present architectural influences
in the study of the figure.

120
121
122
123
 gah
sea SaTocar
LapTES SOR
i

7f
Study anatomy for the complex planar structure it i
gives to the figure. if

Use the remaining drawings as examples to study

the views of different anatomical shapes, their
actions, and how they contribute to the perspective.
125
Ke
N
Oo
127
 When drawing the arm, the
first thing to consider is its
relationship with the large
form of the rib cage. The
structure of the shoulder
girdle, introduced in the
anatomy of the upper torso,
should serve as the transitional
form between the rib cage
and the arm.

The following information

contained in this chapter
should be added to this
structure.
 The shoulder girdle is a perspectival unit made up of the clavicle (front) and scapula
(back). The importance of having a separate form for these bones is to allow them
to move independenily of the rib cage, as well as adding planar elements. When
working with the arms, first pay attention to the development and placement of the
shoulder’s perspective. Think of this structure as being similar to the shoulder pads
worn by football players.

130
 The points to look for in the construction
of the shoulder girdle consist of:

HB One line through the top of the pit of the

neck. This should be your starting line
because it will also determine the tilt of the
shoulders.

One line, of equal length to the one above,

Bt i
1

drawn through the 7th cervical vertebrae.

W@ At the ends of the clavicle, two lines that are

perpendicular to the first two and construct
a top plane.

mm At the bottom of the pit of the neck, a “C”

curve that folds over the surface of the rib
cage and joins the two structures.

@ Parallel lines that angle the structure back

and join the top plane to the side and front.

This drawing illustrates how the

shoulder should sit on the rib cage - 3 =
(front and back), and how it relates ae WX
to the arms. Don’t forget that this yr =
structure is flexible, and has the \i Vv
same range of movement as the
scapula and clavicle, just defining that
movement more clearly in 3-D.

131
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> (oF ARMS og Leg)
2, PEaes~ecTVve
S Kester oF aeaponicar SHAPES.

- yAost ce THE Nextoway WW THE Ags E LEGS

Can BE FEE TSESTED AS EWLIPSES,
— THe GESqTDPee of THESe ASummeETRicet
EueiPstS Gas BE SHloand BY Sauasiing
6e
STHETe WS THE Stare .

Acjive CELALED PASS\VE- >

S SYare STue
THe Passive of
Lepaws Same Youwwe.
BSTZeTce Stave is Pure
As THE HoQman PULAcch
AT THE ENDS 4 THINNED
Ewes Bot HAs iT Piseraced
I THE CENTER.
ITS A SttoeTESe Widt L
KPPERCAN CE -
4. CoNNEeTioN oF ANATEmMY Ta UNDEeIN ING PeesfectiveS
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@ "T oveacars (2) CoNNECTING ALL LINES

INsiDe & Foam TO KB weet le
UNG

Above is a diagram that gives a process for drawing the arms and legs. This is similar to the
anatomy and motion diagram in the previous chapter. This process should look very familiar
by now, as it is the same one used for just about everything so far. If you are having difficulty
in your drawings, return to this process and double-check your approach. If you notice your
drawings are weak in a specific step, focus all your practice time on improving that one area.

The challenge in drawing the arms and legs is that all the anatomical shapes are essentially
spheres or ellipses, and that they need to be developed on top of a difficult, complex surface
(the cylinder).
These drawings
illustrate the concepts
on the opposite page.
Remember the active
vs. passive shapes are
what will determine
your asymmetry of
line and sense of
“naturalism.”

Additionally, remember that the simplicity of

shape and organization are used to express a
variety of movements. Squashed shapes can
be used to represent muscle contraction, while
elongated shapes can show a stretched or
relaxed quality to muscle groups.

133
 We will begin studying the anatomy of
the arm by looking from the scapula
into the head of the humerus. You may
want to review the scapula shape, its
movement, etc. as a refresher before
jumping right into the anatomy.

Looking at the scapula, there are some

very important muscle shapes to be
aware of in order to accurately define
the arm in a number of positions and
activities. These muscles are often
referred to as the rotator cuff, and aid
in the rotation of the humerus. Become
familiar with the shapes in the diagram
below, as they will provide the most
accurate way of providing a believable
transition from the scapula to humerus.

(te?. of THE rar )

into ASYMMETRY
OF AeTWE Vo PeSiive-
MOVEMENT

TT This diagram shows a simplified

design for the placement and
positioning of the muscles, borrowing
from ideas of rhythm and asymmetry,
discussed in the gesture chapter. For
complex areas of anatomy, think of
simple design solutions to clarify and
provide rhythmic passage from one
form to the other. Use the diagram
as a suggested layout, but also be
encouraged to design your own,
based off of skeletal anatomy.

134
The elliptical shapes on the larger triangular form of the scapula represent:

The supraspinatus. This is

a muscle which Abducts
and helps stabilize the
shoulder.

The infraspinatus. This

muscle will laterally

U
rotate the arm and help
stabilize the shoulder.

Teres minor. Laterally

rotates the arm and
weakly abducts it.

Teres major. Adducts and

medially rotates the arm.

Be sure to know the

function of these muscles
in order to properly
interpret their designs
(squash vs. stretched
shapes).
 The previous section described the basic process for working out the arm. Here we will look
at the anatomy as ellipses in a generalized design. These ellipses should be treated in the
same manner as the rest of the anatomy discussed, in order to project as feeling of realistic
movement. The muscles briefly outlined below are the components included in basic designs
of the arm.

Brachialis. Starts about half way down the humerus

and connects to the ulna. This muscle is used to flex
the forearm.

Biceps brachii. This muscle begins at the top of the

arm/shoulder and ends at the radius. The biceps is
used to flex and supinate the forearm.

Triceps. There are three heads to the triceps — lateral,

medial and the long head. These muscles work to
extend the arm at the elbow.

136
SIDE VIEW
 The forearm is an incredibly complex weaving of anatomy that will ultimately deserve more
time and study then given here. | have taken great liberties to simplify the anatomy in order
to integrate these basic ideas into a process. Again, this approach highlights a working process
and should under no condition be used as an anatomy reference. | highly recommend that
this approach be supplemented with additional anatomical texts.

When drawing the forearm, the

first, most important step is to
determine the location of the
radius and ulna during pronation
and supination. The ulna remains
static, connected to the humerus
by a hinge joint, while the radius
rotates around the ulna.

Notice that the radius and ulna

are similar in shape: both are
elongated triangles.

The ulna is wider at the top, as it

fits into the humerus, and smaller
towards the wrist. The ulna
always appears on the pinky-
finger side of the wrist.

138
The radius is opposite in shape to the ulna: a
triangle that is fat at the bottom and skinny
at the top. The radius always appears on the
thumb-side of the wrist.

139
 The design of the forearm can be reduced into three basic shapes/ellipses: the flexors,
extensors, and ridge muscles. While we will add to these three, these are the major shapes to
focus on. These muscles can be seen in the diagrams on page 137.

The flexors are made of three separate muscles on the medial half of the forearm, beginning
at the medial epicondyle of the humerus, and continuing to the palmar (inside) region of the
hand. The flexors are a more powerful muscle grouping than the extensors or ridge muscle,
and are actively seen when the hand is gripping, making a fist, or pronating the arm.

The ridge muscles are composed of two

individual muscles. They aid in flexing
the forearm at the elbow joint, and their
shape can be seen on the outside of the
forearm.

The ovoid/elliptical shape of the

extensors appears on the back
of the forearm. They begin on
the lateral (outside) epicondyle
of the humerus and continue to
the dorsal (back) portion of the
hand. The extensors are actively
seen when extending the wrist
and/or extending and stabilizing
the elbow. Their overall shape is
more defined than the flexors and
is easier to identify.

140
141
142 THE ARM
qe a eS S SS a SE
Successful understanding of the forearm’s anatomy will help you depict pronation and supination
of the arm.

In pronation, the radius crosses over the ulna. In terms of anatomy, pronation involves the
pronator teres, pronator quadratus, and flexor carpi radialis.

In supination, the bones of the radius and ulna lie parallel to one another. Supination is more
powerful than pronation. Supination involves the biceps brachii and supinator.

143
 2
Nau
STS TT

ons Seite tee vaits a)

To aid your understanding of the anatomical 4

relationship between upper and lower arm, simplify
the larger shapes into workable perspectives.

Notice how the box of the upper arm connects with

the lower forearm muscles. The shape for the lower
forearm muscles can be an easy solution to the
swiveling of this form to the upper arm.
 When working on the arm itself, it is again very important to follow a process. This process
will help you organize the most important qualities first, and will aid in invention.

1. To start the arm, it is first most important to position/work out the gesture. On top of the
more lyrical, overall gesture (demonstrated in Chapter 1), place a straight line to give a strong
feeling on the bones as well as 2-D position.

2. Second, build your perspectives on top of the straight. These cylinders (demonstrated in
the Landmarks chapter) are the most important element to provide a believable sense of space
and form. The anatomy will need to be wrapped around these cylinders using the two main
ideas of transitional volumes.

3. Place the asymmetrical design of the anatomy of the arm on top of the cylinders.

146 THE ARM

3 minute sketches in pen,
working with the step-by-
step process outlined on the
opposite page.
149
150 THE ARM
The drawings on the following pages are included to give a number of different views and
positions of the arms for study. In many cases, the arms have been isolated, so remember to
always include the working of the rib cage and shoulders.

15
 153
ee SSay
The benefit to only using spheres and ellipses is that lighting,
or inventing a light source, becomes much easier.

155
A different exercise, used here, is
the development of form and value
through the use of only ellipses. Study
the drawings, paying attention to the
surfaces they depict.
158
These two drawings show
the evolution of the process
and working method.

eay
Ae co MARNE”, ira mectenn late ee

— - : 159
THE HAND
When drawing the hand, you will follow
a similar process to the one used when
drawing at the head, and this same process
will again be used again when looking at
the foot in a future chapter.

To review, you will begin by looking at

the skeleton, proportion, and anatomy, {
in order to develop designs that can
be effective in the process of drawing. :
Next, take those informed designs and yt
render them with variations of the box, i fi
cylinder, and sphere in order to create a be
believable effect of space. Finally, you 7
should create contours that can be worked
over the forms to present a more organic
description.
HAND STRUCTURE anno PROPORTION

By looking at the skeleton of the hand, you can take away important proportional
information. The hand is primarily made up of three groups of bones: the carpus group, the
metacarpus (the bones of the palm), and the phalanges (the bones of the fingers).

The drawing below is a diagram of the bones in the hand. The circle shown near the top
of the hand represents the carpus group. The carpus group is a collection of eight bones
organized in a bridge-like form.

The diagram below shows this

bridge seen as if the fingers
were pointing directly at you.
The carpus group is carried
through every stage of the
hand drawing. This area, and
shape shown below, are the
design theme for the hand.
Because the shape of the hand
is dependent on this form for
its effective use and function,
you should integrate its effects
into your depiction of the
hand at every stage, from
proportion to the design of
perspectives.

Note that the wrapping line

drawn over the carpus group
(orange circle) suggests an
apex or high point to the
form. Because of the bridge-
like quality of the carpus
group, a vacancy is created
beneath. This area is known
as the carpal tunnel, and is
occupied by tendons that
branch out into the fingers.

161
162 THE HAI ND >
The diagram to the right shows the proportional
relationship between these groups. The entire oval fe ™%®
shown is a simplified version of the diagram on - | /
page 161. That oval is split at the half-way point / 3 \

he
to represent the end of the metacarpals (knuckles). a

|
The upper half of the hand is made up of one-third
carpus group and two-thirds metacarpals. The | ie i 2
lower half of the hand is made up entirely of the
fingers/phalanges.

x
——
The bones in the fingers are proportionally-based
on a 3:2 ratio. The diagram to the left shows the
relationship between the three bones in the finger:
the proximal (closest to the palm), middle, and
distal (furthest bone or tip of the finger) phalanx.

Note that the proximal phalanx as a whole (shown

in orange) has been broken into three sections. Two
of these sections are shown in blue. These two
parts are the length of the next bone, the middle
phalanx. The same approach is then applied to the
middle phalanx: the overall length (shown in blue)
is broken into three equal parts. Two of these three
parts (shown in purple) are the length of the last
bone in the finger, the distal phalanx.

Remember that these proportions are meant to give

you a general sense of the relationship between
the sizes of the bones in the finger. You will not
always have the opportunity to execute an exact
measurement. This is not necessarily because
techniques of measurement aren’t helpful, but
rather that many poses won’t allow for this specific
view, enough time to measure, or, in the case of an
invented pose, a subject to measure.
 In addition to being familiar with the hand’s skeletal structure, understanding the anatomy of
the hand will contribute to an understanding of gesture and volume. The anatomy shown
below represents a simplified understanding of the major muscle groups shown in the hand.
Remember, this is meant to aid in the development of a working process. An in-depth study
of anatomy requires additional resources.

The upper portion of the hand

is primarily dominated by bone,
whereas the palm is fleshy. The
diagram shows a side view (to the
left) and a back or palm view (to
the right).

There are three major muscle

groups in the hand, which can
all be simplified into a simple
teardrop shape.

These muscles include the thenar

eminence (shown in green), the
hypothenar eminence (shown
in pink) and the first dorsal
interosseous (shown in red).
While the shape of these muscles
may vary depending on the view
and position of the hand, they
will always be a variation on the
Siok BREN teardrop.

Additionally, depending on the movement of the fingers, these shapes will be where you will
find a pinch or a stretch taking place. For example, if the thumb moves against the index
finger, the shape of the first dorsal interosseous will be compressed and pinched.

Studying the anatomical shapes in the

hand is at this point to help foster a
better sense of your relationship to the
forms. Remember these simple shapes
in order to later expand them into more
complex surfaces.

164
165
 PERSPECTIVE

The second step in developing

the hand is to conceive of
the separate elements in a
perspective-based way.

In constructing the palm, all *, “ay,

of the information taken from
the skeletal structure and
anatomy should be applied.
Notice that the basic form of
the palm is a simple box with
a few adjustments.

The most important

adjustment continues the
major design theme of the
carpal tunnel. Notice that
the top of the palm is raised,
or comes to an apex, roughly
around the area of the middle
finger. The top of the box is
more like the roof on a house,
having its peak at the knuckle
of the middle finger.

ee
— “Ss

Instead of being a basic box, again notice the front plane

(shown in orange). The front plane of the palm is sloped
forward, creating the appearance of a wedge or angled plane.
This is to show that the top of the hand is shorter than the
palm. Look at the diagram on the first hand page to see that
the webbing on the palm side (shown in green) continues the
palm further than the top portion of the hand.

166 THE HAND

The diagram to the right shows how the
underside of the palm is affected. This
gives the structural description of the
palm a feeling of naturalism.

The last structural element based on

bone structure is the way the thumb is
added. Notice in the diagram at the
beginning of the chapter that all of the
fingers (excluding the thumb) move,
more or less, in the same direction.

In order to show that the thumb moves

in a completely different direction, this
separate form is added on to the side of
the palm. The structure (shown in blue)
resembles a door wedge. Additionally,
keep in mind that the thumb has only a
proximal and distal phalanx.

167
 FINGER BONES AND KNUCKLES

The drawing to the right shows a breakdown

of the bones and knuckles in the finger. Notice
that the shape of the knuckles
resembles a thimble that
has been compressed in the
middle. This design allows
for the tendon on top of the
hand to sit in a groove in the
center of the knuckle as it
continues toward the fingertip.
This is an important feature
to develop at a later stage of
the drawing. For developing
a working process, this can be
simplified even further.

When drawing the fingers, you only need a straight line, a

sphere, and a cylinder. The drawings on the next page show
both a first and second step.

The first stage in drawing the finger involves using a sphere

(for placing the knuckles) and a straight line (to determine
the direction and placement of the proximal, middle, or
distal phalanx). This approach gives you a great deal of
flexibility in positioning the fingers — especially when using
this method for figure or character invention.

The second step involves positioning the fingers in space

X using volumes (noite that this still follows our overall process
\ — first gesture, then development of volume). On top of
the straight line, a cylinder has been added that corresponds
, it to the direction in space.

The diagram just above details the two types of interaction that exist when using a sphere and
a cylinder together to develop the fingers. The example on top shows how the sphere and
cylinder will interact when the finger is raised and coming towards the viewer. In this view,
the cylinder continues to the inside of the sphere, creating the “T” overlaps. To show the
finger pointing away, the cylinder stays outside of the sphere, creating “T” overlaps.

168
Study the two drawings below to see how this principle has been used.

169
FLESH ano MUSCLE

Having developed the underlying structure, the next step in drawing the fingers involves
adding the flesh or muscle. It is important to work through the previous stages before creating
a finished line. Going directly to a contour risks creating a drawing with no feel for the
skeletal structure or perspective. However, when you have had enough practice in working
through the construction method, you should be capable of creating a finished volumetric line
without working through the construction.

When designing the fingers with a finished line, one

common mistake (shown above left) is paralleling
forms. This approach gives the fingers an awkward
sausage-like appearance, and does not create a fluid
experience of the form.

The drawing to the upper right shows a design solution

more in-sync with the natural qualities of the finger
and hand, keeping a sense of naturalism to the finger
by only using straight lines on the top portion of the
finger (or palm) and by using a curve on the underside.
A straight line associated with a more rigid or abrupt
visual mark is fitting for the top portion of the hand,
which consists primarily of bone very close to the
surface of the skin. A curve, commonly associated
with a slower, softer visual experience, is used on the
underside of the palm, which is primarily made up of
fatty tissue.

This approach also makes dealing with issues of pinch

and stretch in the fingers easier. Notice that the
knuckles bend at ninety-degree angles — it is at these
points of bend where the curves on the underside of
the finger will pinch and the top surface will stretch.
When putting the finished line work on the fingertips, continue to keep straights working
against curves and a sense of volume and perspective present. In all of the fingertips shown
below, the nail is shown as a flattened plane rolling over the cylinder of the finger. This is an
example of how to use an organic element to describe the perspective without turning the
finger into a cylinder.

Notice on the finger seen in profile how the shape becomes very pointed at the end, while
still having a sense of volume created by the placement of the nail. The drawing to the
bottom right shows how to develop a sense of gesture in relationship to the finger’s or hand’s
involvement with an environment. Exaggerating the fatty underside of the finger as it is
squashed is a clear way of describing an interaction with an object.

171
172
THE WHOLE PROCESS — tHe FINGER

The diagram to the right shows how to put all

of this information into a manageable process.

The first step shows the placement of the

knuckles and bones only using the spheres and
straights. This first step focuses on placement
and proportion.

The second step builds upon the first by

assigning each finger a perspective using the
cylinder and the “T” overlaps.

The last step focuses on designing the finger,

building on the previous steps. The underside
of the finger has been drawn only using “C”
curves. A “C” is drawn from the back of one
sphere to the center of the next (this curve
changes depending on whether or not the
finger is pinched). Study the drawing below
to see how all of the stages have been used to
reach a well-constructed, informed drawing.

173
These pages show how to put all of the
knowledge from the previous pages into
a manageable process. The first drawing
shows how to start the hand with a
gesture.

The hand is always placed first using the

“S” curves to describe the width of the
radius and the ulna and the movement
into the middle three fingers. A “S”
or “C” can be used to start depending
on the how the hand is moving in \
relationship to the wrist.

In the second step, a “C” curve

is used to place where the fingers
end. It is important to use a curve
at this stage to begin developing
the shape of the carpus group.

Because the hand is based off

of the carpus group, everything
relates using curves. The fingertips
and knuckles will always line up
on a curve or arc.

The curve used in this step shows

this important element while
creating a glove-like shape that
places the overall position of the
hand.

175
The third step begins with
finding the end of the wrist or
the radius and the ulna. You will
be able to identify this area by
looking for two distinct bones
pushing up against the skin. The
bone of the radius will always
be found on the thumb side of
the hand, while the ulna will
always be on other side in line
with the little finger.

At this stage, a straight line has

been drawn across the top plane
of the wrist. This line should
be thought of as connecting the
radius and the ulna. From the
corner of the top plane, a line
has been drawn straight down
to show the depth of the wrist.
This builds a solid volume to This step shows the developed structure of the wrist
begin the drawing of the hand. including the box of the palm (discussed previously).
When placing the palm’s structure, keep a small amount
of space separating the end of the wrist from the form
of the palm. Additionally, keep in mind the overall
proportions. Remembering that the palm is half the
length of the entire hand helps determine how long to
make this form, based off of the beginning glove shape.

When placing the

structure of the palm,
the corner of the end of
the wrist can often be
carried through into the
palm to help find the
side plane. It is also be
important to keep the
curved surface on the
top plane of the palm.
177
 THE LEG
The process for drawing
the legs is very similar to
drawing the arms. Both are
asymmetrical forms and are
represented in space by using
the cylinder. Additionally,
comparing the shape and
function of the arms and legs
as you study will give you a
definite advantage.

178 THE LE¢

 When drawing the
legs, like the arms, the
anatomical shapes always
are placed as ellipses
in an asymmetrical
relationship. For an
effective design, you will
need to remember which
shapes of anatomy are
active and which are
Passive.

The following pages will, in

a very general way, point
out the function of the
anatomical shapes in the leg
for use in the drawing process.
Remember that the emphasis
is on understanding the active
and passive relationships of
anatomy in order to design a
compressed or stretched shape
on the perspective of the
cylinder.

179
 The challenges of drawing the leg are similar to drawing the arms. You are working with
cylinders, and having to wrap shapes around that much trickier surface. However, keeping in
mind the overall process should help make this difficult form more manageable.

The two drawings below

represent the stage your drawing
should be at before you begin
with the anatomy. Gesture,
landmarks, and the perspectives
of the pelvis and legs should all be
finished before proceeding.

180 THE LEG

181
 This diagram shows a simplified approach to organizing the muscle shapes in order to make
these complex ideas more practical for the drawing. Remember, the goal of knowing the
muscle’s activity is so you can represent that state in your drawing.

The majority of shapes in the leg are variations of an ellipse. To make remembering the
anatomical design of the leg a little simpler, envision and memorize the way these elliptical muscles
of the leg tumble down the form.

Throughout the chapter, refer back to this page for simplified views/conceptions of muscle shapes.

182
The first group of muscles begins on the hip and pulls toward the great
trochanter of the femur. The focus when studying these shapes is to
understand abduction versus adduction. The first shapes introduced
are ones involved in abduction. Keep in mind (once again) that | am
simplifying the muscle function in order to emphasize the integration of
these ideas into the drawings. These muscles also help rotate the thigh,
stabilize the knee, etc.

These first two muscles originate under the

iliac crest:

The tensor fascia lata. This muscle abducts

and medially rotates the thigh. It is
represented as an elliptical shape.

The gluteus medius. This muscle can be

represented as a triangle (very similar to
the shape of the deltoid).

The shapes of these muscles are

compressed during abduction (moving the
leg away from the body)

183
Use the diagrams on this page as potential
solutions to the perspectival construction
of the abductors and pelvis and reminders
of how to simply communicate the active
versus passive muscle groups from the hip
into the leg.
185
 The gluteus maximus is a muscle that can be involved in
adduction and abduction.

The primary shape of the adductors (longus and magnus) is a

triangle. The base of the triangle extends along the back of
the femur, and the tip ends toward the anterior portion of
the pubic bone/bottom of the pelvis.

The simplified shape of the gluteus maximus may

resemble a butterfly.

Notice the design that resembles a tire at the

bottom of the opposite page. This is a beneficial
way of thinking of the muscle moving from
the hip down to the femur. Remember, for the
purposes of trying to emphasize approach, and
the practical creation of a drawing, all of the
anatomical ideas have been highly simplified
into more memorable, basic ideas. The
abductors of the hip obviously don’t look like
a tire on the side of our pelvis, but, as an idea,
it may help you simplify what you see as you
begin to think about organizing simple plane
divisions.

186
187
188 THE LEG
189
This page shows a simple shape
for the iliotibial tract visible
on the side of the leg. Among
other things, the iliotibial tract
is a point of insertion for the
tensor fascia, while also sitting
over the vastus lateralis. It
ultimately inserts into the tibia.

One way to remember this

shape is to envision a wrench
grabbing the head of the femur,
where the bottom or end of
the wrench continues down to
the lower leg. This shape will
be visible on the outside of the
leg, in some cases, as a lower
arc pushed into the vastus
lateralis. Depending on the
lighting, this arc may be seen in
halftone.

Sartorius — this
muscle aids in flexing
the lower leg and
rotating the leg
medially. lt can be
described as a long
“S” curve, beginning
at the end of the iliac
crest and inserting
into the inside of the
tibia.

191
192
The hamstrings group is a collection
of three large muscles on the back
of the leg (semimembranosus,
semitendinosus, and biceps femoris).
The shape used to represent these
muscles is a ellipse with two legs at
the bottom (legs representing the
tendons which end in the lower leg).
Among other things, the collected
shape of the hamstrings flexes the
knee joint.

193
 The quadriceps are a large
group of muscles situated
on the front of the femur,
continuing onto the outside
of the thigh. Notice that the
shape used to represent these
muscles, when grouped, is a
large ellipse.

Within the larger shape are

four separate muscles: the
vastus medialis, vastus lateralis,
rectus femoris, and the vastus
intermedius. All four connect
to a compound tendon that
inserts into the tibia. The
quadriceps group flexes the hip
and extends the knee.

The large mass of the

quadriceps should first be
wrapped over the cylinder of
the leg. Second, determine
whether the shape is active
(“C”) for extending the knee, or
passive (“S”).

194
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 LPR e oy
ep ne ORR RINT Eons
ene
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198
The calf muscles (here, the soleus
and gastrocnemius are grouped
into a common shape) raise the
heel and prevent the figure from
falling forward from a standing
position. The calf muscle has its
origin at the fibula and inserts into
the calcaneus bone/heel block.

The shape used to design the calf

is a large ellipse that trails into a
more square/block-like bottom
(Achilles tendon).

Try to remember the muscle

through a simple abstraction of its
shape. For example, this muscle
may look like a lollipop, corndog,
or simplified tree shape.

199
200
CaP Kor
201
 THE FOOT
The process of drawing the foot begins by studying the design of the bones,
looking at the placement of the anatomical shapes, and then using this
information to design volumes and line. The main design focus of the foot is
that it provides stability for and supports the weight of the body. The design
of the foot is similar to a shock absorber, in that it can support the body’s
impact as it walks, runs, or jumps. It also can work as a lever to push or help
propel the leg (and body) forward.

Before beginning our study of the foot, remember that whenever you take
the time to study a part of the figure’s anatomy, there is always much more to
learn and get out of it than just the remembrance of muscle names, textures,
and origin/insertion points (which have mostly been omitted in this study
of the figure). For example, the foot, hand, and rest of the body are perfect
lessons in the idea of form matching
function. In other words, in
addition to being a lesson in
how to draw the foot, studying
the foot will instill in you the
natural principles of how a form
(the foot) is designed in order
to match its needed function
(supporting/absorbing weight,
movement, etc.). Thinking this
way will sensitize you to creating
characters, crafts, architecture,
and so on, with the correct
functional aesthetic.

202
The design of support in the foot is built on two major arches: the
longitudinal arch (front to back — example A) and the transverse
arch (side to side — example B), and example C shows an idea of
how they work together.

OUTSIDE VIEW

The bones in the foot that create these arches include

the tarsus, metatarsus, and phalanges. The tarsus group
is the largest collection of bones (taking up roughly half
the foot), followed in size by the metatarsus, and then
the smallest group, the phalanges. In comparison to the
hand, the proportions are essentially reversed. Instead
of moving from small to large (which allows for more
dexterity and movement in the hand), the proportions
of the foot progress from large to small (in order to
provide support and stability).

INSIDE VIEW

203
 The diagram at right shows a view of the foot
seen from beneath. Note that the half-way point
is the beginning of the fifth metatarsus (little toe).
Additionally, this diagram includes the main areas of
padding on the bottom of the foot, which give us the
recognizable footprint shape.

Use of padding is a great resource when describing

gesture. The gesture here is consistent with the
principles used in every chapter so far — squash vs.
stretch. The foot has qualities that we have been
studying all along, mainly hard vs. soft. Notice that
the top part of the foot is primarily made of bone,
while only the bottom is heavily padded.

This arrangement makes

perfect sense for our design,
and the study of form and
function, because the bottom
of the foot is responsible for
supporting so much weight
that it is given a significant
amount of padding. It is here
that the squash and stretch
can now be used for the
presentation of these ideas in
the actual drawing (remember
the hand has a similar design
with some variation).

204
 Here are examples of how to render
the padding on the bottom of the
foot. The padding is described as a
softer area, in order to transmit the
idea of its potential to support weight.

The diagrams in the upper left

show some simple egg shapes to
help determine where the squash
or stretch may occur, as well as
this area’s perspective structure.

205
 When drawing the foot, or analyzing a difficult form in general, |
start by taking the lessons, ideas, or major themes from the bones
and interpreting them through a combination of the major three
volumes discussed earlier (cylinder, box, sphere).

206
 We will begin by designing a structure to describe the
connection from the lower leg to the beginning of the
tarsus group (again the largest collection of bone in the
foot — requiring three different perspectival structures).
| | By manipulating a box, expanding it at the end, and then
~| Za attaching a sphere to it, you can describe this area of the
| foot as a wrench grabbing a ball.
\
f \ This description is also a match in terms of function.
Here, the wrench describes the lower leg ending,
while the sphere is a reduction of the bones in the
upper portion of the tarsus group. Additionally, as
demonstrated in the diagram, you can add a pin through
this structure, to help remember the movement. For
example, if a wrench was to be attached to a sphere, and
they both had a pin through them, that sphere would
only be able to move/spin front to back.

This wrench grabbing a sphere is then stacked on top of

a cube. The cube is a representation of another bone in the tarsus group, the calcaneus
or heel block (shown in light blue). From the sphere, which now rests on top of the heel
block, the goal is to explain the longitudinal arch as it moves forward (or away) in space.
Begin building this bridge from the last portion of the tarsus group as a volume equivalent
to a deck of cards (shown in
light orange at bottom right),
coming out from the sphere at
a slightly declined angle.

The last part of the foot to

be added (before the toes) is
the metatarsus. As shown in
the diagram to the right, the
metatarsus is the last element
within the bridge of the foot
(connecting the tarsus to
the ground plane). When
designing this shape, you can
think of a box that is built
from an “S” curve, similar
to a slide, that connects the
tarsus and curves down to
the ground plane. When the
metatarsus ends on the ground,
the perspective form should
be left with a flat plane for the
inclusion of the toes.
 The last part of the foot involves the toes, and this
process begins from the skeleton outwards, adding
on the padding and muscle. The smallest four toes
can be drawn in exactly the same way as the fingers
were drawn in the hand chapter, with some small
differences. First, all of the toes have a natural angle
as they arc from the foot down to the ground plane.
Second, when defining their volumetric character, it is
better to define the forms as slightly wider to indicate
their weight-bearing nature. Look at the drawing on
the previous page for how the four smaller toes can
be summarized in a single shape (shown in red).

208
Look through the following examples for how these major \
perspective shapes can be thought from different angles.

209
 The big toe is handled somewhat differently. Instead of three
joints, like the smaller toes, there are two. The quality of the
bone is much flatter and closer in perspectival description to
a box, and it has a separate orientation of placement. While
the smaller toes point downwards, the big toe faces upwards,
towards the sky.

PROCESS

The process for drawing the foot can be thought of in a similar way to the one used for the
hand. When beginning the drawing of the foot, start with a very simple idea for an envelope
— think of the foot with a sock still on — as this highlights the big activity while deterring you
from focusing on contour or details (look at the drawings in the upper right of the diagram
above). This step is done to show simple action, and also makes describing movement and
weight much easier. Also, notice at this point that the enveloped shape for the foot is, in most
views, very similar to a triangle. As the triangle is one of the more visually stable shapes, it
reinforces the idea that the foot is a form built for support.

210
Having established the envelope, just as with the
process for drawing the hand, the next step is to
break up the shape with one or two proportional
measurements, and then proceed with the
distribution and construction of the volumes
previously discussed, ending with the toes.

211
212 THE FOOT
213
 5 SRR ee
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When designing the

~
organic qualities of
the foot, keep hard,
crisp lines on top (to
signal a harder bone
exposed surface) and soft
gradated lines towards
the bottom (to depict the
soft, fleshier cushion of
the padding of the foot).
 Additionally, keep the line work in the foot
% as economical as possible; too many lines
s drawn to describe bumps or smaller details can
~ f \ destroy the overall design.

Remember, when drawing the foot in

= extreme or awkward positions, there is
a great deal of stretch and flex that can
take place in the bones.

215
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 DRAPERY
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When drawing drapery, all of the previous principles are used in a way to encourage your
working process and hopefully simplify a difficult subject. Again, keep in mind that all the
shapes discussed can and will need to be manipulated in order to accommodate the myriad
possibilities for different fashions/looks from the scope of history. This process should set you
up with a foundation for depicting simple fabrics that move with and wrap around the figure,
that can later be expanded upon.

To begin, there are only a few things that need to be addressed as being completely new to
this area of study. First, in most cases, the gesture of drapery is consistent with gravity, and has
a descending linear direction. However, this changes in any type of pose where movement
or external conditions (for example, wind) are present. Second, different types of drapery
(silk, leather, denim, cotton, etc.) have totally unique qualities in the way they respond to
movement and form.

219
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220
In the study of drapery, we will focus on seven different types of folds that will be intimately
linked to tension points located on the figure.

Tension points are the same as landmarks, just renamed to relate them more to the push or
grab of fabric. In order to emphasize how these tension points work, try thinking of the
skeletal points as being a large, moveable wire hanger. Thinking in this way will make the
study of drapery easier, as you will see the seven folds repeatedly occur in the same places.

Additionally, take note that although we are looking at the seven folds in isolation, they have
the ability to mix together. The challenge is to simplify and edit what you see for clarity so
that the movement and form of the figure have the primary read.

Beyond the new information presented above, the exact same techniques will be used to
interpret and show drapery on the figures: wrapping
lines, “T” overlaps, pinch vs. stretch, crisp sharp lines
vs. softer gradations, and so on.

The first fold is called an end fold. The simple

idea behind this fold is that when drapery ends, it
always describes the perspective of whatever form
it is conforming to. In other words, the end fold
will always just fit to a wrapping line on whatever
perspective it follows.

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221
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The second fold is called a cylinder fold. The cylinder fold is characterized by a consistent
placement of tension points. This consistent placement of tension points results in the fabric
looking as though there are a number cylinders lined up next to one another. Apart from the
figure, you can see examples of this fold in a shower curtain, window curtains, or anywhere
else where there is a consistent grab to the fabric. In addition to the fold or fabric as a static
form, keep in mind that this fold can change shape through gesture, just like the anatomical
shapes. This fold, as well as all the others, stretch or pinch based on how the figure pushes the
tension points.

The third fold is a “U” fold. Notice the “U” fold is caused by the drapery being suspended
between two main tension points. Additionally, notice the squash and stretch of the fold
is still designed with “C” and “S” curves. This fold can potentially appear between tension
points (landmarks) that have fabric suspended between them.

The fourth fold is called a pinch fold. A pinch fold can take place between any two tension
points in close enough proximity to pinch fabric between them — for example, the bend of
the arm or leg, between the neck and shoulder, the rib cage against the pelvis, etc.

223
N
N
Ss
225
 The fifth fold is called a “S” or spiral fold. The “S” fold represents two tension points twisting the
fabric in opposing directions. This could take place on the arm, or, in the case of longer draping
clothing, from head to foot (in the case of a twist of the whole body). Notice that the main
design of the fold is first described as the “S” connecting two points, then wrapping across the two
volumes, and ending behind the forms in a “T” overlap.

The sixth fold is the “Z” fold. The “Z” fold is based off the letter to help remember the
asymmetrical compression of clothing as a result of gravity and excess fabric. This fold is most
likely seen at the bottom of the pants/leg. In this particular example, remember that you also
want to combine the “Z” fold with the end fold to describe the compression of fabric that ends
with the perspective of the form it is on.

226
 Again, keep in mind that the folds can
combine. For example, in the case of the
arm, it is possible to have both a bend
and a twist, resulting in a pinch and spiral
fold happening at the same time.

eel Pe
ae =

Notice that the cape fold is

essentially a “U” fold with
the external element acting
upon it.

Exteesar
Cond Tien!

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WoviiMwMeENT, ere)

The seventh and last fold is a cape fold, and

is the only type of fold that really shows an
external influence. The cape fold demonstrates
the effects on drapery if a figure flies, runs, is ina
wind storm — any outside force on the figure.

227
229
 Use the remainder of the drawings in this chapter to study and analyze where these basic
seven folds take place. Additionally, notice that, in some cases, the folds have the same
asymmetrical qualities of line to gesture (Chapter 1). This keeps the folds relating to one
another with a great deal of fluidity. The danger in drawing drapery is that too much
emphasis and attention on any one fold, or separate folds, can break up the movement
and form specific to the figure underneath.

230
231
 While the primary emphasis in this book is on the development of form through the use of
line, the simple volumes developed will make an easy transition into lighting your figures.
By always using some kind of variation on a sphere, cylinder, or box, the job of lighting will
become much more organized and hopefully more manageable.

Good luck!

The diagrams on this page show the eight

conditions of light and the edges used to
integrate them.

Having already studied the figure for its sense

of plane, form, and corner, the goal in lighting
can be to identify those plane changes and
determine if they are slow moving (sphere),
quicker moving (cylinder), or abrupt (box).
Working from a core shadow, the timing of
a form can be softened to more organically
describe the surface. Just remember that value
shifts equal surface changes. The methodology
in this book has been to give an introduction
to surface in order to help make a more
finished study possible.

232 LIG
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 Study the breakdown of the arm and head for some of the principles introduced on
the previous pages.

234 LIG
235